INCREASING THE PARTICIPATION OF CLASS XF STUDENTS OF SMA BOPKRI I YOGYAKARTA IN ENGLISH CLASS
THROUGH ACTIVE LEARNING METHOD
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ria Hapsari
Student Number: 071214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
A Thesis on
INCREASING THE PARTICIPATION OF CLASS XF STUDENTS OF SMA BOPKRI I YOGYAKARTA IN ENGLISH CLASS
THROUGH ACTIVE LEARNING METHOD
By
Ria Hapsari
Student Number: 071214075
Approved by
Sponsor
ABSTRACT
Hapsari, Ria. 2011. Increasing the Participation of Class XF Students of SMA Bopkri I Yogyakarta in English Class through Active Learning Method. Yogyakarta: Sanata Dharma University.
Learning English needed process. In order to be able to master English, students needed practice. Therefore, the English teacher needed to implement the appropriate learning method which gave students opportunities to practice English in class. Based on preliminary observation, the problem occurred in English learning process of XF was the low students’ participation. The cause was the learning method which was applied to the students of class XF of SMA Bopkri I Yogyakarta did not give the students opportunities to practice English. Active learning was a method which enabled the students to participate because of its learning activities. The researcher implemented active learning method in this classroom action research. This would answer question: How does active learning method increase the participation of class XF students of SMA Bopkri I Yogyakarta in English class?
This was a Classroom Action Research (CAR). The implementation was carried out on October 9th, 14th, 21st, and 23rd, 2010. The instruments employed in gathering the data were observation sheet, field notes, questionnaire, and interview guide. In analyzing the data, the researcher employed triangulation technique.
In the implementation, the researcher implemented learning activities such as group discussion, class discussion, games, quiz, and individual work. Based on the data analysis, active learning could increase students’ participation. By implementing this method, the students could fulfill four aspects of students’ participation based on the theory of Bonwell and Eison (1991). The aspects were students were involved in more than listening, less emphasis was placed on transmitting information and more emphasis was placed on developing students’ skills, students were involved in higher order thinking, and students were involved in activities. Students’ participation increased since active learning also increased students’ interest and attention which encouraged the students to use English and participate more actively during the learning process. It was proved by the questionnaire result which stated that all students liked this learning method.
ABSTRAK
Hapsari, Ria. 2011. Meningkatkan Partisipasi Siswa Kelas XF SMA Bopkri I Yogyakarta dalam Pelajaran Bahasa Inggris melalui Metode Belajar Aktif. Yogyakarta: Universitas Sanata Dharma.
Mempelajari Bahasa Inggris membutuhkan proses. Agar dapat menguasai Bahasa Inggris, siswa perlu praktik. Oleh sebab itu, guru Bahasa Inggris harus mengimplementasikan metode pembelajaran yang sesuai yang memberikan kesempatan kepada siswa untuk praktik menggunakan Bahasa Inggris di kelas. Berdasarkan hasil pengamatan, masalah yang terjadi dalam proses pembelajaran Bahasa Inggris di kelas XF adalah rendahnya partisipasi siswa. Hal ini dikarenakan metode pembelajaran Bahasa Inggris yang digunakan di kelas XF SMA Bopkri I Yogyakarta tidak memberikan kesempatan yang cukup bagi siswa untuk berlatih dan berpatisipasi. Metode belajar aktif adalah metode belajar yang mampu membuat siswa berpartisipasi karena aktivitas-aktivitas belajarnya melibatkan siswa. Peneliti mengimplementasikan metode belajar aktif dalam melakukan penelitian tindakan kelas. Ini akan menjawab pertanyaan: Bagaimana metode belajar aktif meningkatkan partisipasi siswa kelas XF SMA Bopkri I Yogyakarta dalam pelajaran Bahasa Inggris?
Penelitian ini adalah penelitian tindakan kelas. Proses penerapan metode belajar aktif dilakukan pada tanggal 9, 14, 21, dan 23 Oktober 2010. Peneliti mengumpulkan data melalui lembar observasi, catatan lapangan, kuesioner, dan panduan wawancara. Dalam menganalisa data, peneliti menggunakan teknik triangulasi.
Dalam penerapannya, peneliti menggunakan aktivitas belajar seperti diskusi kelompok, diskusi kelas, permainan, kuis, dan belajar mandiri. Berdasarkan hasil analisa data, metode belajar aktif dapat meningkatkan partisipasi siswa. Dengan menerapkan metode ini, siswa memenuhi empat aspek partisipasi menurut teori Bonwell dan Eison (1991) yaitu siswa terlibat lebih dari sekedar mendengarkan, pengembangan keterampilan siswa lebih diutamakan dibanding penyampaian informasi, siswa terlibat dalam tingkat pemikiran yang lebih tinggi, dan siswa terlibat dalam aktivitas – aktivitas belajar. Partisipasi siswa meningkat karena metode belajar aktif juga meningkatkan minat dan perhatian siswa yang mampu mendorong siswa agar lebih aktif dalam menggunakan bahasa Inggris dan berpartisipasi lebih aktif selama proses belajar berlangsung. Hal ini dibuktikan dengan hasil kuesioner yang menunjukkan bahwa semua siswa menyukai metode belajar ini.
ACKNOWLEDGEMENTS
Foremost, the researcher would like to bestow her deepest gratitude to Jesus
Christ for His guidance and blessing, so that the researcher could finish the thesis
entitled Increasing the Participation of Class XF Students of SMA Bopkri I Yogyakarta in English Class through Active Learning Method. This is a classroom action research which was conducted to overcome the problem which occurred in
class XF related to students’ participation in English class. This thesis was
arranged as one of the requirements to obtain Sarjana Pendidikan degree of English Language Education Study Program, Department of Language and Arts
Education, Faculty of Teachers’ Training and Education, Sanata Dharma
University.
The researcher realizes that during the process of arranging the thesis, the
researcher was supported by many people. Especially, the researcher would like to
thank to the following people.
1. Drs. T. Sarkim, M.Ed., Ph.D., the Dean of the Faculty of Teachers’ Training
and Education.
2. Caecilia Tutyandari, S.Pd., M.Pd., the Chair Person of English Language
Education Study Program for the support and suggestions.
3. Christina Kristiyani, S.Pd., M.Pd., the sponsor who has supported and guided
the researcher.
5. Drs. J. B. Gunawan, M.A., and all lecturers of English Language Education,
who have shared all knowledge and supported the researcher.
6. Drs. Priyanto, the Headmaster of SMA Bopkri I Yogyakarta who has given the
opportunity for the researcher to teach and conduct the research.
7. Drs. Y. F. R. Purwantara, the English teacher who has supported and guided the
researcher during the process of the research.
8. All students of class XF SMA Bopkri I Yogyakarta, for being nice and
cooperative during the research.
9. My beloved parents, St. Herni Nugroho and Asih Rumanti, for all their love,
prayer, and support.
10. My sisters and brothers Penta Karuni Hapsari, Asta Nugraheni Hapsari, Narima
Hapsari, Pandu Hapsara, Leo Agung Rupiyono, and Yongky Novianto Suryana
who always supported the researcher.
11. Agnes and Dwi for nice sharing and support.
12. Eli, Febri, Mba’ Septi, Dheni, Aya, Mba’ Endang, Yani, and Rista for
supporting.
The researcher realized that the result of the research is still not perfect.
Therefore, the researcher receives suggestions needed to make this research better.
The researcher hopes that the research can be useful for everyone who reads.
Yogyakarta, June 9th2011
xi
TABLE OF CONTENT
Page
COVER PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
MOTTO ... v
ABSTRACT ... vi
ABSTRAK ... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Problem Formulation ... 6
C. Problem Limitation ... 6
D. Research Objectives ... 7
E. Research Benefits ... 7
xii
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ... 10
1. English Language Learning ... 10
2. School – Based Curriculum ... 14
3. Teaching Adolescence ... 17
4. Students’ Participation ... 19
5. Active Learning Method ... 24
B. Theoretical Framework ... 29
CHAPTER III. METHODOLOGY A. Research Method ... 32
B. Research Participants ... 34
C. Research Instruments ... 35
D. Data Gathering Technique ... 38
E. Data Analysis Technique ... 39
F. Research Procedure ... 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Description of the Implementation of Active Learning ... 44
1. Cycle One ... 47
a. Planning Meeting One and Meeting Two ... 48
b. Implementing Meeting One ... 49
xiii
d. Reflecting Cycle One ... 54
2. Cycle Two ... 64
a. Planning Meeting One and Meeting Two ... 64
b. Implementing Meeting One ... 65
c. Implementing Meeting Two ... 69
d. Reflecting Cycle Two ... 72
3. Questionnaire Result ... 80
4. Interview Result ... 81
B. Discussion ... 82
CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion ... 89
B. Suggestions ... 91
xiv
LIST OF TABLES
Table Page
4.1Teaching Schedule ... 46
4.2Observation Checklist of Meeting 1 of Cycle 1 ... 54
4.3Observation Checklist of Meeting 2 of Cycle 1 ... 58
4.4Observation Checklist of Meeting 1 of Cycle 2 ... 72
xv
LIST OF FIGURE
Figure Page
xvi
LIST OF APPENDICES
Appendix Page
A. Permission Letter ... 98
B. Blueprints ... 100
1. Blueprints of Observation Checklist ... 101
2. Blueprints of Questionnaires ... 102
3. Blueprints of Interview Guide ... 104
C. Research Instruments ... 106
1. Observation Sheet ... 107
2. Questionnaires ... 108
3. Interview Guides ... 110
D. Learning Materials ... 111
E. Raw Data ... 130
1. First Cycle Observation Checklists ... 131
2. Second Cycle Observation Checklists ... 133
3. First Cycle Field Notes ... 135
4. Second Cycle Field Notes ... 139
5. Questionnaire Results ... 142
1 CHAPTER I
INTRODUCTION
In this chapter, the researcher presents some important aspects of the
research. They are research background, problem formulation, problem limitation,
research objectives, the benefits of the research, and some definitions of terms
related to the research.
A. Research Background
Language is an important part of human life. “Language, like sleep, is not
a substance but a process; in practice it is known to everyone,” (Brooks, 1964: 1).
Language is not something happens in sudden. Everything dealing with language
needs process. Therefore, process is an important thing in language learning.
Facing globalization era, English becomes one of the languages in the
world which are very important. Much information is given in English. That is
why, in order to be able to use English well, many people are now studying
English. English is also taught in many schools. English teacher has an important
role. According to Bright and Mc. Gregor, the teacher of English has the
responsibility of equipping his pupils with the skills that they need to pursue their
studies in all other subjects either immediately or in the future (1970: 5). English
is also important to be mastered in order to support the students in other subjects
In SMA Bopkri I Yogyakarta, all students of the tenth grade are supposed
to use English during the learning process, not only in English class but also in
other classes. Students of class X are the students who have just graduated from
their junior high school. The students are about fourteen to sixteen years old. They
are considered as adolescence (Harmer, 2007: 14). Students’ characteristics are
sometimes still affected by their custom in the past. Thus they should adapt to
their new environment. They tend to be dependent on others. Besides, based on
the preliminary study conducted by the researcher, some of the students are
ignorant. They force others to respect them, while they are not willing to respect
others. Moreover, they are high-classed-people, so they can obtain almost
anything they want, including some expensive stuff to support their study. As
Senior High School students, they have enough facilities to support their study.
However, some of the students do not use them properly. They do not use the
facilities they have to support their study. They use the facilities for fun.
Therefore, it is hard to attract their attention and interest since they have their own
interest related to the facilities they have.
Based on the result of the observation in the preliminary study which was
conducted three times to observe teacher’s activities in class, the researcher was
able to conclude some important things related to teacher’s learning method. The
conclusion was that the teacher did not give the students enough opportunities to
practice their English, and the teacher talked too much while students should
listen to the explanation. These facts about teacher’s way of delivering the
conducted to observe students’ activities during the learning process, the
researcher found important things such as students did not pay attention to the
teacher and even did other things such as playing games, disturbing others, using
cell phone, and even falling asleep. While the teacher was explaining, students did
not get involved actively in the learning process, and the students took a very long
time in taking notes on important information given and written by the teacher.
From the interview conducted to the teacher in the preliminary study, the
researcher found teacher’s opinion about the learning process in English class.
According to the teacher, the problem in class was that the students did not pay
attention. The students did not seem interested in the learning process. Therefore,
the teacher suggested that it might be the learning method which should be
changed. According to the teacher, the learning method was not interesting and
could not grab students’ attention. Besides, the students never practiced their
English. The learning method which was suitable might be the learning method
which can involve students more so that the students could participate more. This
was the reason why the researcher then distributed the questionnaire to the
students in order to know students’ opinion on the English learning process and
students’ needs. From the data gathered from the questionnaire result, the
researcher could find out some important points related to students’ participation
in English class. Researcher found that most of the students liked English actually.
According to the students, the learning method was less interesting because it was
boring and it did not allow students to participate in English class. It was proved
the teacher. Based on the theory, “Enjoyment ought to be one of the foremost
aims and effects of education, particularly in schools,” (Bright & Mc. Gregor,
1970: 5). What students enjoyed, they felt inclined to go on with, and what they
disliked, they dropped as they could. Students needed and wanted an English class
in which they could actively participate and use their English.
The researcher tried to find out the cause of students’ low participation in
English class. Based on the result of preliminary study, it was clear that the
problem was caused by teacher’s way of teaching. Most of the time, the teacher
came into the class and explained the materials. Then he asked the students to do
the exercise. Teacher did not let the students get involved more actively in
learning process. He explained what he needed to explain, without paying
attention to students’ interest. In fact, many students were bored. Therefore, the
students tended to do other things. They enjoyed doing other interesting things
rather than listening to the teacher and getting involved in English learning
process more actively.
Since the students did not participate in English class, they did not practice
their English as well. Bright and Mc. Gregor said “Practice is vital and the pupils
have got to do it,” (1970: 4). It is true that practice is very important. What
happened in English class of XF was the teacher did not give the students enough
opportunities to participate and practice. Therefore, the students never practiced
their English. It will affect students’ English abilities. This is the significance of students’ participation because by participating the students are practicing the
This problem needs to be solved and it cannot be ignored because it can
affect students’ achievement in English. Teacher should be able to find the
learning method which is interesting, so that the students can enjoy the class.
Therefore, the researcher is willing to find the solution of this problem.
Researcher is going to help the English teacher to overcome the problem and to
find the learning method which is appropriate and which meets students’ need and characteristics in order to increase students’ motivation in learning English. “One
of teacher’s main aims should be to help students to sustain their motivation,”
(Harmer, 2007: 20).
Active learning method is one of the learning methods known by some
teachers. “The use of active learning is not a new idea,” (Bonwell and Eison,
1991: 3). Using active learning method is common in learning process. Moreover,
Bonwell and Eison added, the role of the teacher is to lecture less and instead
directs the students in direction that will allow students to discover the material as
they work with other students to understand the lesson (1991). Here, the role of
the English teacher is no more explaining and speaking too much about the
materials and no more giving assignment to the students without paying attention
to students’ need and understanding. In active learning method, teacher is a
facilitator who directs the students, controls and manages the class situation while
the students are studying and developing themselves. This is the thing which does
not exist in English learning process in class XF of SMA Bopkri 1 Yogyakarta.
According to Silberman, “Active learning is fast-paced, fun, supportive,
get involved more actively during the learning process. Therefore, active learning
method requires students’ participation. By participating, students will practice.
By practicing, of course students will develop their abilities in English. By
implementing active learning in English class of XF, it is expected that the
students will be able to participate well. As the impact, the students will be able to
use English well.
B. Problem Formulation
The problem which is going to be answered in the paper is “How does
active learning method increase the participation of class XF students of SMA
Bopkri 1 Yogyakarta in English class?”
C. Problem Limitation
The researcher conducts the research only to the class XF of SMA Bopkri
I Yogyakarta, whose students do not participate well in English class. The
learning method which is used is active learning, which covers some learning
activities requiring students’ participation, such as collaborative learning, games,
and presentation. Those activities will be applied during the learning process.
Students’ participation will be observed. The students are participating when they
are doing what they should do and they give response to the teacher’s questions or
ask question to the teacher.
Besides, the researcher did not give limitation on a certain skill of English.
including all skills. The researcher observe how active learning affects students’
participation in English class including listening class, speaking class, and writing
class.
D. Research Objectives
By conducting the research, researcher will be able to identify how active
learning method increases students of class XF of SMA Bopkri I Yogyakarta’s
participation in English class.
E. Research Benefits
The research is beneficial for some people who directly get involved in
English learning process. They are as follows.
1. English teacher of Class XF SMA Bopkri I Yogyakarta
The research is beneficial for English teacher, especially the English
teacher of class XF SMA Bopkri I Yogyakarta. The teacher will be able to find
that active learning method can be implemented in English learning process. The
teacher will get the idea of teaching English in interesting ways. It will be easier
for the teacher to grab students’ attention. Besides, the teacher will get the
students participate more actively in English learning process, so that the students
2. Students of Class XF SMA Bopkri I Yogyakarta
The research is also beneficial for the students, especially the students of
class XF of SMA Bopkri I Yogyakarta. While the teacher is applying active
learning, the students will be more active and they will get more opportunities to
practice their English to develop their abilities in English.
3. Future Researchers
The research will be beneficial for the next researchers who are interested
in conducting the similar classroom action research. The research report is useful
to be used as reference for those who want to conduct classroom action research
in their own classes.
F. Definition of Terms
1. Students participation
Students’ participation is involvement of students in learning activities in
class (Davies & Pearse, 2000: 9). According to Bonwell and Eison (1991),
students’ participation includes at least four points. The points of students’
participation are as follows.
a. Students are involved in more than listening.
b. Less emphasis is placed on transmitting information and more on developing
student's skills.
c. Students are involved in higher-order thinking (analysis, synthesis,
evaluation).
Those four points are employed by the researcher in this research to
identify students’ participation in English class. However, Bonwell and Eison said
“the greater emphasis is placed on the exploration of student values and attitudes”
(1991). Therefore, it is expected that by actively participating in class, the students
can reflect what they have done in class and make use of it in their social lives.
2. Active learning
Silberman (1996) defined active learning as a method of educating
students that allows them to participate in class. In this study, active learning is a
learning method which is going to be applied in class XF. Active learning covers
some ways such as games, group discussion, presentation, teacher driven
questioning, and role – playing. The active learning method which is conducted
by the researcher covers some activities such as class or group discussion,
collaborative learning, quiz, games, and students’ presentation.
3. Class XF students of SMA Bopkri I Yogyakarta
XF is a class for the tenth grader out of ten classes in SMA Bopkri I
Yogyakarta. Class XF students of SMA Bopkri I Yogyakarta are the students who
are studying in SMA Bopkri I in the first grade. They are new students in Senior
High School. There are 25 students in this class. The students vary. Some students
have good abilities in English, and there are some students who still need
improvement. The participation of the students during English class is low. The
researcher is going to conduct the research in this class, and see whether they can
10 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes the theories related to the study. It
is employed as the base of the research conducted. It describes into theoretical
description and theoretical framework. The theoretical description covers the
theories related to the research. It includes theories of English language learning,
theories the school – based curriculum, theories of teaching adolescence, theories
of active learning, and theories of students‟ participation. In theoretical
framework, the researcher describes how the theories are employed in the
research.
A. Theoretical Description
In this section, the researcher reviews the theories related to the study. The
theories are about English language learning, how to teach Senior High School
Students, students‟ participation, and active learning.
1. English Language Learning
Since English is important nowadays, students in Senior High School are
being prepared and equipped well. Before knowing further about English
language learning in this study, it is essential to know the purpose of English
language learning for Senior High School students in order to lead the teacher in
Language has a central role to learners‟ development of intellectuality,
social, and emotion; and language is the media of achieving success in all subjects
being studied. The study of language is expected to help learners to know
themselves, to know their and others‟ cultures, to express their opinion, to
participate in a society using a certain language, and to apply their analytical and
imaginative abilities (Puskur, 2006).
Based on the statement made by the government on school based
curriculum, learning a language is important for the students, especially for Senior
High School students. It is not only about how students can master the language,
but also about students‟ development. Students‟ abilities in a language can affect
students‟ development in some aspects. However, many students are learning
English because they only need to learn English to pass the examination. This is
suitable with Cross & Carney‟s statement, “The aim of the study was to pass an
examination, not to live a life,” (1946: 22). Students do not realize that learning
English is important for their future. Therefore, many students do not study
English seriously.
“Developing the ability to really communicate in English is the main goal
of an English language course,” (Davies & Pearse, 2000: 71). According to
Scrivener, “The purpose of learning a language is usually to enable you to take
part in exchanges of information,” (1994: 22). At the end of the course, the
students should be able to communicate effectively in English outside the
classroom whether it is for study, work, or leisure. That is why, in learning
language skills, Davies & Pearse added, “In language teaching, communication is
usually divided into four main skills. They are listening, speaking, reading, and
writing,” (2000: 74). Listening and reading skills are considered as receptive
skills, while speaking and writing are productive skills. However, English should
be considered as a unified course, not as a series of separate lessons in such
branches as spelling, grammar, and reading (Cross & Carney, 1946: 27). Since
English is a unified course, the students should get the integrated English lesson.
They should learn English in context in order to develop language skills. “We are
trying to teach, primarily, not knowledge but skills; the many different skills
required for good listening – speaking – reading – writing.” (Bright & McGregor,
1970: 4). It is clear that in teaching a language, including English, the teacher does
not teach the students all theories about English language. By learning English,
students are preparing themselves for other subjects they are studying in Senior
High School or even for their future when they are studying in University. “They
are going to continue their study to the next level, and being able in using English
is helpful,” (Brooks, 1964: 25).
In this case, English teachers have important role. It is strengthened by
Bright and Mc. Gregor‟s statement that English language teacher has an important
role. “The teacher of English has the responsibility of equipping his pupils with
the skills that they need to pursue their studies in all other subjects either
immediately or in the future,” (1970: 5). Teaching English is not an easy thing.
“Teaching is guiding and facilitating learning, enabling the learner to learn, setting
teacher is to guide and facilitate the students to enable the students to learn well.
Besides, the teacher should set a good condition for learning. However, Cross and
Carney stated that there are as many teachers of English who are unprepared to
teach English, (1946: 23). The fact is that for a successful language teaching and
learning are other, less tangible, conditions, for example, plenty of opportunities
for learners to participate in class and an atmosphere in which they feel motivated
to learn, (Davies & Pearse, 2000: 12). Since the students are required to be able to
use English in their life, they need to master the skill. It is supported by J. A.
Bright and Gregor. They stated that “The skills can be acquired only through
practice, which is something teacher cannot do for the students” (1970). Practicing
is very important for students‟ language skills, and they should practice
themselves.
Due to the importance of practice in English language learning, it would
be unsatisfactory if the teacher dominates the lesson to the exclusion of
participation from as many learners as possible. Sometimes, traditional teaching
methods have seemed to emphasize the learning of language system as a goal in
its own right and failed to give learners an opportunity to gain realistic experience
in actually using the language gained, (Scrivener, 1994: 22). In fact, the survey
shows, that much time is given to the teaching of form, grammar drills, and
punctuation, and not enough to thoughtful observation, and communication of
ideas to others, (Cross & Carney, 1946: 27). Besides, “it is not enough for a
teacher to go into a classroom and effectively „give a lecture‟ while students make
It is clear that the students in English class should be given opportunities
to practice their English language skills. It is very useful for them to develop their
abilities so the purpose of English language learning could be achieved.
2. School - Based Curriculum
The curriculum employed by SMA Bopkri I Yogyakarta is school – based
curriculum. BNSP stated that English learning emphasizes on language skills
aspect including spoken and written skill, whether it is receptive or productive
(2007). Based on school – based curriculum, Senior High School students are
expected to reach informational level since they are taught and prepared to
continue to the university. The purpose of English language learning for Senior
High School students based on school – based curriculum are as follows.
Developing spoken and written communication competence to reach
informational literacy level.
Having awareness about the essence and the importance of English to
increase nation‟s competitive competence in global
Developing students‟ understanding about the relation between language and
culture.
There are three scopes of English language learning covered by school –
based curriculum. The first scope is discourse ability. It means the ability to
understand and produce integrated spoken and/ or written text presented in four
language skills which are listening, speaking, reading, and writing to reach
produce short functional text and monologue and essay in a form of procedure,
descriptive, recount, narrative, recount, and news item. The gradation of teaching
material is shown in the use of vocabularies, language structures, and rhetorical
steps.The third scope is supporting competence which are linguistics competence
(use language structure and vocabularies, the structure of sounds and written),
socio cultural competence (use expression and language action acceptably in
various context), strategy competence (overcome the problem appeared in
communication process in any ways so that the communication runs), and
discourse – produced competence (use discourse producer tools).
Based on school – based curriculum, there are some characteristics of
English learning for senior high school students.
a. The aspects of English, which are language structure, vocabularies, spelling,
and pronunciation, are presented in a language and situation scope. Thus the
intended meaning is clear. The situation scope should include target culture
scope and students‟ culture scope.
b. The study of the language aspects is intended to support the mastery and
development of four language skills including listening, speaking, reading,
and writing, and not for the mastery of the language aspects itself.
c. In the learning process, the language aspects which the students feel difficult
to learn can be presented separated systematically, according to the context
d. In teaching and learning process, these four language skills cannot be
separated essentially. Therefore, the language skills should be developed in
an integrated way.
e. The students should be involved in all meaningful learning activities, which
help the students to develop themselves in aspect of science, technology and
culture, encourage the students to grow and develop as the Indonesian
citizens and explore their social abilities.
Competence standard and basic competence for Senior High School students
grade X based on school – based curriculum are as follows.
Listening
- Understanding the meaning of transactional and interpersonal speech in
daily context.
- Understanding the meaning of short functional text and monologue in a
form of recount, narrative, procedure, descriptive, and news item.
Speaking
- Expressing the meaning of transactional and interpersonal speech in daily
context.
- Expressing the meaning of short functional text and monologue in a form
of recount, narrative, procedure, descriptive, and news item.
Reading
- Understanding the meaning of short functional text and simple essay in a
Writing
- Expressing the meaning of short functional text and simple essay in a form
of recount, narrative, procedure, descriptive, and news item.
3. Teaching Adolescence
Teaching Senior High School students is not a simple thing. “An English
teacher in a Junior or Senior High School is confronted with much more than a
single task,” (Cross & Carney, 1946: 1). Students of Senior High School grade X
are considered as teenagers. They are from the ages of about 12 – 17. Jeremy
Harmer in his book How to Teach English described those students as
adolescents. They are young adults. “Their intellects are kicking in, and they can
talk about more abstract ideas, teasing out concepts in a way that younger children
find difficult,” (Harmer, 2007: 15). Students in this age start understanding more
about many things. Their curiosity increases and their ways of thinking start
developing.
“Our students usually have different favored learning styles, influenced by
their previous learning experiences,” (Riddell, 2003: 10). This is what teacher
faces. Senior High School students of class X are those who have graduated from
different Junior High Schools. Therefore, some teachers may find difficulties in
making the students get accustomed to their new way of learning situation and
method. Moreover, “every learner is unique,” (Lewis & Hill, 2001: 13). The
teacher of English maybe faced with the problem of leading boys and girls into an
prose narrative such as the short story, and many more. (Cross & Carney, 1946:
1). Many English teachers may agree that teenagers are difficult to control.
Harmer added “At their best, adolescent students have a great capacity for
learning, enormous potential for creative thought and passionate commitment to
things which interest them” (Harmer, 2007: 15). Students in this age can think
more creatively. Jeremy Harmer added that adolescence is bound up with a search
for identity and a need for self – esteem. This is often the result of the students‟
position within their peer group rather than being the consequence of teacher
approval. (2007: 15). Many teenagers are sometimes difficult to control. Students
prefer to do many interesting things rather than being good students since they are
still looking for their identities.
However, some students may find it more enjoyable when they are with
their friends. They do not like something constant because they can get bored
easily (Riddell, 2003: 14). They are willing to do many things they are interested
in. Therefore, in teaching the students, English teacher needs to pay attention to
students‟ interest. Teacher should keep the students interested in English learning
process.
Learning a language may become very boring for some people. Then how
can the teacher make the students interested in learning English, so that the aim of
English learning process can be reached? J. A. Bright and Mc. Gregor described
that if we want our students to master language skills for themselves, so that they
can go on learning long after they leave school and teachers behind, we had better
too, and far less exhausting (1970: 5). Since adolescences are interested in
enjoyable activities, making language activities enjoyable should be considered by
the English teacher. Enjoyable activities for the students will attract students‟
attention and will keep students‟ spirit and interest in learning English.
“Students need motivation and commitment,” (Riddell, 2003: 10). In
giving motivation to the students, English teacher can encourage the students to
develop themselves. According to E. A. Cross & Elizabeth Carney, “ A teacher of
English must aid each pupil to develop himself at his own rate and must assist him
to integrate what he learns at school, at home, and in his community,” (1946: 43).
What teacher should do is facilitating the students and letting them develop
themselves. Therefore, the teacher cannot do anything for the students while the
students passively received the learning material. That is why, it is important for
the teacher to give opportunities for the students to practice.
4. Students’ Participation
Students‟ participation is crucial in language learning. “To learn
something well, it helps to hear it, see it, ask question about it, and discuss it with
others” (Silberman, 1996). The theory proposed by Lewis & Hill stated that “No
one can tell you how to learn a foreign language without really trying,” (2001: 1).
For Indonesian students, English is a foreign language. Learning a foreign
language is not easy. Therefore, in learning English, learning the theories without
practicing is insufficient. It is important to really try to use English. According to
coach to help us learn more effectively,” (1990: 1). Teacher or trainer can help
learners to develop learners‟ abilities, but the learners should practice themselves.
Since students‟ participation is important in English language learning, the
theory of students‟ participation is proposed. According to Bonwell and Eison
(2001), there are at least four aspects which should be fulfilled by the students
who are participating actively. The following explanation describes the aspects of
students‟ participation.
a. The students are involved in more than listening
During English learning process, the students should not be listening only.
The students should have the opportunity to do the things and think about the
things they are doing. The students better get involved in other activities, so the
students do not only listen to the teacher. In this case, the students can show it
through giving response to teacher‟s explanation. It can be carried out through
speaking in English while the students are asking or answering questions. The
students do not listen to teacher‟s explanation only, but they are also able to give
response.
b. Less emphasis is placed on transmitting information and more emphasis is
placed on developing the skills of the students
In learning process, the teacher needs to pay attention to students‟ skills
development. Therefore, the focus of English learning process is not on
transferring the knowledge or the aspects of language, but more on students‟
abilities in developing their skills. It can be carried out through practice (Bright &
language skills. Therefore, the students should be given the opportunities to
develop their skills. Since there are four major skills in learning English, the
students should develop those four skills. They should be able to develop their
listening skill, speaking skill, reading skill, and writing skill. In English class, the
students should practice listening, speaking, reading, and writing. The teacher
should not emphasize on transferring knowledge, but more on giving more
chances to the students to practice and perform the language. Thus the teacher
gives the students more portions on speaking, listening, reading, and writing.
c. The students are also involved in higher order thinking.
Similar to the first point, the students are not involved in listening activity
only. Yet the student should be involved in higher order thinking and not only
receive anything without responding. It can be in a form of analyzing,
synthesizing, and evaluation. The students can carry out asking and answering
questions in a form of analyzing. They questions asked by the students are to ask
the reason of some important things they do not understand. Most of the questions
use „what‟, „why‟, and „how‟ because the students are seeking for information
(Scrivener, 1994: 27). As the examples of students‟ ability in synthesize, the
students should be able to summarize and conclude the information they gain. In
this case, the students can ask clarifying questions. The questions asked to the
teacher can be in a form of yes/ no questions. It aims to find the truth of their
understanding and opinion. The students are also expected to be able to evaluate.
The example is the students can share their opinion about their friends‟
d. The students are involved in activities.
In order to fulfill this point, there is no other way except conducting the
activities other than lecturing. The teacher can conduct the activities in which the
students can take part as the doers. Some activities are games, quiz, students‟
performances, group discussion, and class discussion. The students are
participating if the students are involved in those activities. By conducting the
activities, the students will be able to be more active in participating in English
learning process. Thus they are able to perform the language and develop their
language skills.
Finally, the greater emphasis is placed on the exploration of students‟
values and attitudes (1991). In the future, the students are expected to be able to
use English well to support their social life in living their lives.
Students need to participate during the English class, but it is impossible
for the students to practice without any opportunities. Therefore, the English
teacher should give the students opportunity to use English so that the students
can develop their English abilities. “Using English as the main classroom
language can be a learning opportunity and a challenge for non-native teachers of
English as well as for learners,” (Davies & Pearse, 2000: 8). In order to give the
students opportunity, the teacher should use English in class. By speaking English
in class, the students learn how to speak English well so that they are able to
develop their English speaking skill. Besides using the target language during the
learning process, another important thing related to students‟ participation is
crucial,” (Riddell, 2003: 6). Students also need to have interest on what they are
learning. According to Davies and Pearse, “interest is usually the best way to
attract and hold attention, and to get voluntary participation,” (2000: 123).
Whenever students are interested in something, they will have desire to pay
attention to it and to get involved in it. That is why, if the English teacher wants
the students to participate, the teacher should consider the things which can make
the students interested in English learning process. Thus the students will have the
willingness to participate voluntary.
According to Davies and Pearse, “Even during explanation, you can
involve the learners actively rather than making them listen passively.” (2000:
12). In teaching English to the students, teachers are not allowed to force the
students to listen all the time without giving the students a chance to response
teacher‟s explanation. Students can get involved in a form of asking questions or
giving their opinion, or even the teacher can ask the students to answer the
questions related to the material in order to gain students‟ knowledge. By doing
this, the students will be able to explore their ways of thinking and develop their
English skills.
Besides, a characteristic of highly successful learners is that they are
autonomous. (Davies & Pearse, 2000: 196). It is supported by the statement
proposed by Lewis & Hill “In the social community, it is important for young
people to become independent citizens who can participate effectively.” (2001: 9).
The English teacher should make the students autonomous and do not depend on
to be autonomous by not always lecturing without paying attention to students‟
response. By thinking to find the answers, to solve the problems, and to share
opinions, the students are in process of being independent. They do not depend on
teacher‟s explanation and teacher‟s way of thinking because they have the
opportunity to give response and not only accept and absorb all teachers says.
5. Active Learning
a. Definition of Active Learning
According to Mel Silberman, active learning is a learning method which
enables the students to participate actively in English class. When learning is
active, students do most of the work. They study their ideas, solve problems, and
apply what they learn (1996). By doing so, the students will be able to actively do
something during the learning process. Therefore, the students do not only listen
to the teacher without giving any response. Bonwell and Eison defined active
learning as a learning method which gets the students engaged in learning
activities during the class. They stated that “strategies promoted active learning is
defined as instructional activities involving students in doing things and thinking
about what they are doing,” (1991). While Silberman (1996) defined active
learning as the learning method which is fast – paced, fun, supportive, and
personally engaging.
Active learning also covers independent learning and collaborative
learning. Moreover, John Holt (1967) stated that learning is enhanced if the
recognize it in various guises and circumstances, see the connection between it
and other facts or ideas, make use of it in various ways, foresee some of its
consequences, and state its opposite or converse. Therefore, it will be better if the
students can do something with the information since they are able to get their
feedback about how well they understand.
b. Implementation of Active Learning in English Class
The use of active learning in English class is vital because of its powerful
impact upon students‟ learning (Bonwell & Eison, 1991). Experts believe that the
use of active learning in class can enable the students to be more active in joining
the lesson. Active learning can be implemented in English learning process. The
most important thing in the implementation of active learning is that the teacher
should include learning techniques which requires students to participate.
According to Mel Silberman (1996), active learning covers some learning
activities. The learning activities covered by active learning are as follows.
Full–class learning: Teacher–led instruction that stimulates the entire class.
Class discussion: dialogue and debate of key issues.
Question prompting: Students request for clarification, teacher requests for
students‟ response.
Collaborative learning: Assignments done cooperatively in small groups of
students.
Peer teaching: Instruction led by the students.
Affective learning: Activities that help students to examine their feelings,
values, and attitudes.
Skill development: Learning and practicing skills.
Since active learning covers fun activities, it is able to increase students‟
interest in learning English. When the students are interested in learning English,
they will get involved more actively. Game is one of the learning techniques
covered by active learning. Games can be used in order to elicit participation and
build a comfortable class atmosphere. Games are also helpful to make dramatic
points that students seldom forget (Silberman, 1996: 17). By conducting games,
the students do not only play and have fun but they also obtain something inside
the games from which they can learn. “Active learning cannot occur without
students‟ participation,” (Pike, 1989). Active learning is designed for the students
to actively participate in English class. Therefore, implementing active learning
can be the solution of the problem of students‟ low participation in English class.
There are students who want learning to be fun (Riddell, 2003: 4). Active learning
is fun. However, it is not just fun because many active learning techniques present
students with unusual challenges that require much hard work (Silberman, 1996:
7). By doing so, the students will have the opportunities to do something rather
than listen to the teacher during the whole class.
Based on the theory of active learning proposed by Bonwell and Eison
(1991), there are some ways to get students‟ participation in class. They are open
discussion, subgroup discussion, learning partners, games, and quizzes.
learning with good reason. If the objectives of a course are to promote long-term
retention of information, to motivate students toward further learning, to allow
students to apply information in new settings, or to develop students' thinking
skills, then discussion is preferable to lecture (McKeachie et al. 1986). It is true
that discussion is one of the effective ways of enabling the students to participate
in English class. During the implementation of active learning, the students are
required to speak English. It is partly the result of implementing active learning in
English class. “But more than that, it is giving students the opportunity to use the
language they are learning in authentic contexts,” (Riddell, 2003: 8). This is the
opportunity for them and the real practice for the students to speak. Therefore, by
implementing active learning, the students are able to develop their English
speaking skills.
During the implementation of active learning, personalities and
relationships are important (Silberman, 1996: 15). The students are also required
to work with their friends whether in class or in small groups. “Even when the
learners know the necessary English and what to do in an activity, they will not
participate if they lack of confidence,” (Davies & Pearse, 2000: 13). When a class
is having a discussion, it is possible that there are some students who do not
participate actively for they feel shy and they lack of confidence. Teamwork can
help the students to work with others. Davies and Pearse added that by working
with others, they will be able to build self confidence because the situation in
groups or in pairs gives a less threatening environment (2003: 13). Thus active
However, during the implementation of active learning, both teacher and
students may find difficulties and barriers. As people know, “Each method has its
strength and weaknesses, but they are not equally suited for all situation,” (Larsen
& Freeman, 2000: 182). Active learning has strengths and weaknesses. According
to Bonwell and Eison, the obstacles associated with the implementation of active
learning including limited class time, a possible increase in preparation time, the
potential difficulty of using active learning in large classes, and a lack of needed
materials, equipment, or resources (1991). Those are the obstacles that teacher and
students may find due to the implementation of active learning.
Since active learning method includes some activities which require
students‟ activeness, the time should be allocated well because it is possible for
the class to run out of time while the materials are not delivered thoroughly.
Sometimes the objectives of the topic were not obtained. Still related with time
allocation, the time spent to prepare the materials in active learning may be much
longer than the preparation time for the traditional teaching method. Teacher
needs to prepare the activities to make the students participate. The
implementation of active learning in a bigger class may cause noise and crowd.
The teacher may face a problem related to class management. Therefore, active
learning will be more effective to implement in a class consists of small number
of students and it will be less effective to be implemented in a class consists of the
bigger number of students (McKeachie et al. 1986).
However, Bonwell and Eison (1991) stated that “Each obstacle or barrier
thoughtful planning.” In implementing active learning in English class, the teacher
should consider every single thing well and carefully. This was carried out in
order to minimize or even avoid the unorganized English learning process in class.
Silberman (1996) added that during the implementation of active learning, the
teacher is not allowed to experiment wildly. The teacher should not apply more
than one new learning activity in a week. The teacher should not also burden or
overload the students with too many activities. The teacher can apply a few to
enliven the class.
Furthermore, Bonwell and Eison added “An excellent first step is to select
strategies promoting active learning that one can feel comfortable with,” (1991).
Such low-risk strategies are typically of short duration, structured and planned,
focused on subject matter that is neither too abstract nor too controversial, and
familiar to both the teacher and the students.
B. Theoretical Framework
In learning a language, it is not sufficient to learn only the theory of
English. Therefore, theory of language learning proposed by Bright and
McGregor is identified in this research. Since the purpose of learning English is to
be able to communicate well (Davies & Pearse, 2000: 71), the language learners
should develop their abilities in English so that they are able to use English
appropriately. This will help the students to communicate well in English.
Therefore, the students need practice. English learning process in class XF still
The students do not have enough opportunity to practice their English, for the
students are only listening to the lecture and receiving anything from the teacher
during English class.
School – based curriculum is the curriculum employed by SMA Bopkri I
Yogyakarta. Theory of school – based curriculum is employed to find out the
characteristics and the purpose of English language learning for Senior High
School students. The curriculum is the base and the guide for all teachers to teach
the students. In conducting the research, the researcher also refers to this
curriculum. Based on school – based curriculum, the students should be able to
develop their language skills. Therefore, in conducting the research, the researcher
should focus on students‟ skill development and not on the information transfer.
Besides, school – based curriculum also describes the competence standards and
basic competences to be achieved by the students. The materials and indicators
which are made in conducting the research should be appropriate with the
competence standards and basic competences required.
In this research, the researcher identifies the theory of teaching Senior
High School students, which are categorized as adolescence, according to Harmer
(2007). Theory of teaching Senior High School students is useful to identify
students‟ characteristics. This will help the English teacher to get accustomed to
students‟ needs and characteristics. Therefore, the teacher should consider
teaching method which meets students‟ interest since this will affect students‟
Students‟ participation is important in English language learning. Through
participating in English class, the students will have the opportunity to practice
their language so their abilities develop. Due to the development of students‟
abilities, the goal of language learning can be reached. In an attempt to make
students participate more actively, the teacher needs to implement a learning
method which allows the students to get involved during the class. Theory of
students‟ participation is needed in identifying the participation of students in
class XF during English class. In this research, the researcher employs theory of
students‟ participation proposed by Bonwell and Eison (1991). There are at least
four important things related to students‟ participation. Based on this theory, the
researcher makes the indicators of success. The students are participating actively
in English class if all indicators are reached.
Due to the low participation of the students in English class, the researcher
conducted Classroom Action Research in order to increase students‟ participation
in English class. The researcher employs the theory of active learning including
what activities are included and how active learning is implemented in English
class. In the implementation of active learning, the teacher will include the
students during learning process. In enabling the students to participate during
English class, there are some learning strategies which can be implemented. Some
of them are class discussion, group discussion, games, and many more. Active
32 CHAPTER III
METHODOLOGY
In this chapter, researcher gives description about research methodology.
The things related to the methodology are research method, research participants,
research instruments, data gathering technique, data analysis technique, and
research procedure.
A. Research Method
This research was conducted in order to make English learning process of
class XF SMA Bopkri I Yogyakarta better. In this research, the researcher
employed Classroom Action Research (CAR). According to David Nunan (1989:
2), “its aims are to solve problems, bring about change, and get things done”.
Besides, the goal of Classroom Action Research was also “to help the teacher to
improve and to become a more effective teacher” (Gebhard, 1999: 36). Since the
problem in English class of XF was related to students’ participation, the
researcher would implement active learning in English class and see how it
improved students’ participation. It was expected that active learning method
could increase students’ participation in English class so that English learning
The Classroom Action Research employed by the researcher was adopted
form Kemmis and Taggart’s research model. It consisted of four steps in each
cycle. They were planning, action, observation, and reflection. Besides, there
should be a preliminary study first in order to identify the problem which was
going to be solved in English learning process. The concept of Classroom Action
Research based on Kemmis and McTaggart is presented in Figure 3.1.
Figure 3.1 Carr and Kemmis’ Action Research Model (1986)
The preliminary study was done by conducting observation, interview, and
distributing questionnaire. The researcher conducted observation three times in
class XF, on Wednesday, July 21, 2010, on Monday, July 26, 2010, and on
Wednesday, July 28, 2010. The interview with the teacher was conducted on
Saturday, August 7, 2010 at 07.00 a.m. in school lobby. It lasted for 15 minutes. CYCLE ONE
Then the questionnaire was distributed to the students on Saturday, September 4,
2010 at 09.00 a.m.
There were two cycles in the research, and there were two meetings in
each cycle. So, there were four meetings in the whole research. The researcher
used the English class based on the school schedule. For students of XF, the
English classes were on Thursday and Saturday. During the implementation of
active learning, the researcher acted as the teacher, while the English teacher acted
as the observer who observed students’ participation. It was carried out because
the English teacher was the person who understood and knew the students well.
He could identify if there were any changes related to students’ participation.
During the implementation of the research, the researcher did not tell the students
about the purpose of the research in order to make it neutral and natural, so that
the students would not make up anything related to their participation in English
class. After implementing active learning, the researcher conducted interview with
the teacher and distributed questionnaire again on Saturday, October 30, 2010 in
order to check and confirm the teacher and the students’ opinion related to active
learning implemented in English class.
B. Research Participants
The participants of the research were the English teacher of class XF SMA
Bopkri I Yogyakarta and all students of class XF SMA Bopkri I Yogyakarta. In
this research, the English teacher took part as the informant in giving information
